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Amelia

Diploma Trainee Educator at Ambrose

Example of:

Work Placement

School-Based Trainee

Work-Based Diploma Trainee

Amelia Crecca, Diploma Trainee Educator, assists a small child on play equipment

Trainee Educator, Amelia was 15 years old and in year 10 at St John XXIII Catholic College when her schools Work Placement Program changed her life.

‘I didn’t know what I wanted to do or what I was passionate about. But by doing a Work Placement at Ambrose Early Learning, I soon discovered that I love working with children.’

Amelia’s Work Placement was a 20-week program – during this time she worked one day each week at Ambrose Early Learning and attended school for the other four days. The Work Placement gave Amelia a taste of what it was like to work in early learning.

‘I loved it. I was able to observe practices and become involved in activities. It was great to be part of a team where I felt supported.’

Following her positive Work Placement, Amelia was keen to pursue a career in early childhood and enrolled at CathWest Innovation College for Year 11 and 12.

‘At CathWest I was able to tailor my studies to my chosen career.’

Amelia became a School-Based Trainee and spent three days each week studying HSC subjects, one day at TAFE studying Certificate III in Early Childhood and one day working at Ambrose Early Learning. In addition, the last two weeks of each term was dedicated to practical experience and full-time work at the Ambrose Early Learning Centre.

‘I was keen to start my career, so the School-Based Traineeship was a great way of getting experience, a formal qualification plus I was earning an income when working at Ambrose. It wasn’t easy – but I am so glad I did it.’

By the time Amelia finished her School-Based Traineeship in 2021 – she had been awarded her HSC, Certificate III in Early Childhood Education, Certificate II in Business Studies, and had gained lots of work experience.

What’s Next?

Amelia is now working full-time at Ambrose Early Learning, Stanhope Gardens as a trainee studying her Diploma in Early Childhood Education. Amelia loves being part of the Ambrose team, ‘they are very supportive and always encourage me.’

In the future Amelia would like to learn more about supporting children with additional needs and building skills so that one day she can be a Director of a Service.

Between you & me

Why do you love working in Childcare?

‘I love my work. It doesn’t feel like work. I love building connections with children and watching them learn and grow. It’s very rewarding.’

Advice for people thinking about working in Childcare?

‘Give it a go. Try it out. Do some work experience. If hadn’t done work experience, I probably wouldn’t have known that this is where I want to be.’

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Faith, Belonging and Community

Grounded in the Catholic faith and open to all, our learning communities welcome families from all backgrounds, cultures and faith traditions.

Guided by the values of Respect, Encouragement and Care, educators support children to:

  • Develop kindness, empathy and gratitude
  • Build respectful relationships
  • Care for others and the environment
  • Develop confidence and a sense of belonging
  • Recognise and value diversity within the community

Faith and spirituality are experienced in age-appropriate and meaningful ways through:

  • Prayer and reflection
  • Stories, celebrations and traditions
  • Shared values and respectful relationships
  • Participation in school and community events
  • Experiences of care, inclusion and belonging

Educators nurture children’s natural sense of curiosity, wonder and connection to the world around them while supporting them to grow as caring, thoughtful and respectful individuals.

As part of a Catholic community, children experience opportunities to build connections with:

  • Educators and families
  • School and parish communities
  • Cultural and community celebrations
  • Shared events and experiences
  • The wider world around them

Transitioning to Kindergarten

At Ambrose, transition to school is viewed as a gradual and supportive journey where children build confidence, familiarity and a sense of belonging before their first day of school.

Throughout the year, educators intentionally support children to develop:

  • Confidence participating in group learning experiences
  • Listening and communication skills
  • Independence and self-help skills
  • Emotional regulation and resilience
  • Attention, persistence and flexible thinking
  • Positive relationships and social confidence
  • Familiarity with routines and transitions

 

Families are supported throughout the transition process through:

  • Ongoing communication and transition discussions
  • Parent-teacher interviews and learning updates
  • Transition to School Statements
  • Opportunities to connect with educators and school communities

Social and Emotional Development

At Ambrose, children are part of a connected Catholic school community where relationships, belonging and wellbeing are intentionally nurtured every day.

Grounded in the values of respect, encouragement and care, our nurturing learning environments support children to feel:

  • Safe and supported
  • Confident to participate and try new things
  • Connected to others and their community
  • Valued as capable learners
  • A strong sense of identity and belonging

 

Social and emotional learning is embedded throughout the day through:

  • Collaborative play experiences
  • Group discussions and reflection
  • Intentional teaching moments
  • Problem solving and conflict resolution
  • Structured routines and expectations
  • Prayer, wellbeing and relationship building

 

Through intentional play-based learning, structured routines and shared experiences, children develop:

  • Confidence and independence
  • Positive relationships and friendships
  • Emotional awareness and self-regulation
  • Resilience
  • Communication and collaboration skills
  • Respect, empathy and kindness

Mathematical Thinking and Inquiry

At Ambrose, mathematical thinking is developed through intentional play-based learning, inquiry, investigation and hands-on learning experiences that encourage children to explore, question and problem solve.

The Ambrose Foundations program supports children’s learning about mathematical concepts and applying them in their play and inquiries including STEAM experiences, construction, investigation and collaborative learning.

Children become familiar with:

  • Patterns and predictions
  • Shapes and spatial thinking
  • Measurement and data
  • Quantity and counting

 

Teachers intentionally plan for children’s Mathematical Inquiry and thinking, supporting children to develop:

  • Early number awareness
  • Problem solving and critical thinking
  • Pattern recognition
  • Spatial awareness
  • Reasoning and prediction skills
  • Confidence exploring mathematical concepts
  • Curiosity and inquiry skills

Language and Literacy

Strong literacy foundations begin with language, communication and connection. Children develop literacy skills through meaningful, hands-on experiences that connect learning to their everyday lives, interests and the natural world.

As part of the Catholic school community, Ambrose supports literacy development through a seamless continuum of learning from early childhood into kindergarten and the early years of school.

Through intentional play-based learning and literacy experiences, children build the confidence, communication skills and early learning foundations that support a successful transition into school.

  • This approach fosters the development of:
  • Oral language and communication skills
  • Vocabulary and comprehension
  • Listening and attention skills
  • Confidence participating in group discussions
  • Early literacy understanding
  • Phonological awareness
  • Curiosity about books, stories and language